Chapter C: W. Thompson & Company, Boston, for "The Unfurling of the Flag," (1)

by Clara Endicott Sears. Copyright; used by permission.

Horace Traubel, Camden, for "O Captain! My Captain!" by Walt
Whitman.

P. F. Volland Company, Chicago, for "Your Flag and My Flag," by
Wilbur D. Nesbit. Copyrighted 1916 by publishers.

Harr Wagner Publishing Company, San Francisco, for "Columbus," by
Joaquin Miller.

OPENING EXERCISES

This above all: to thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man.

_Shakespeare_

OPENING EXERCISES

MORNING EXERCISES

JENNIE HAVER, HELPING TEACHER, HUNTERDON COUNTY

The morning exercise is a common meeting ground; it is the family altar of the school to which each brings his offerings--the fruits of his observations and studies, or the music, literature, and art that delight him; a place where all cooperate for the pleasure and well-being of the whole; where all contribute to and share the intellectual and spiritual life of the whole; where all bring their best and choicest experiences in the most effective form at their command.

This quotation from the Second Year Book of the Frances W. Parker School may well be an inspiration, a guide, and finally, a goal for us to use in preparation for the morning exercises.

The period given to the opening exercises may be made the most important period of the day. The pupils, whether they be in a one room rural school or a larger town school, need a more receptive attitude toward the work before them. A short time given to interesting, uplifting exercises will do much to control and lead the restless children, encourage the downhearted ones, inspire the indifferent, and give to teachers and pupils alike higher ideals for effective work and right living.

A part of the time given to opening exercises should be of a devotional nature--consisting of the reading of short selections from the Bible, without comment--and of prayer and singing. Very careful plans must be made for the devotional exercises if they are to function as they should. Too often the selection of song and Bible reading is made after the pupils are in their seats. A message that is truly inspiring is usually the result of considerable time spent in preparation. The thoughtful teacher will plan her opening exercises as carefully as any other part of her regular school work.

The morning exercise affords an opportunity to train pupils for leadership. Recently an interesting morning program of musical appreciation was carried out in a two room country school. When the bell rang the twelve year old pupil leader went to the front of the room and placed a march record on the phonograph. After the pupils were seated she conducted the following program with a great deal of poise and self confidence:

_America_, by the School
Psalm XXIII
Bacarolle from "Tales of Hoffman" (phonograph)
Traumerei--Schumann (phonograph)
Spring Song--Mendelssohn (phonograph)
Flag salute, by the School

Following each record on the phonograph she asked for the name of the selection and the composer's name. It was surprising to see how familiar even the little ones were with the classical selections.

Some one has said that the only influence greater than that of a good book is personal contact with a great man or woman. Once in a while an interesting talk may be given by a visitor, but the morning exercise period should not be regarded as a lecture period. Occasionally it is well to have leaders of different occupations in the neighborhood give short, pertinent talks on their work.

All too often children are blind to the beauty, deaf to the music, and almost insensible to the wonder and mystery of the great world of nature. One day a little country girl found a large, silky, brown cocoon and carried it to school. She didn't know what it was: neither did her teacher. The cocoon was taken home and kept as an object of curiosity to be shown to the neighbors when they called. One warm spring morning a beautiful Cecropia moth, measuring six inches from tip to tip of wing, emerged from the cocoon. That girl will never forget her wonder and awe as she watched Nature stage one of her most beautiful miracles. Any teacher would find it an inspiration and a delight to bring such a charming bit of nature into her morning exercises. Every day Nature is unfolding just as wonderful stories. Our eyes must be open to see them.

The opening exercises, conducted as they should be, may be a source of inspiration and a means of training for moral and social behavior, for patriotism, for health, for vocational usefulness, for the right use of leisure--in other words, for useful, patriotic citizenship.

There is an abundance of material on every hand that can be used in morning exercises. Following are a few suggestions that may be of help.

SINGING

Profiting by the experience of French and English troops, instructors taught our sailors and soldiers to sing in unison. It has been found that singing does much to improve the morale of the company. Singing in the morning exercises does much to socialize the group and develop school spirit.

There is such a wealth of suitable songs for morning exercises that it seems hardly necessary to suggest many. The hymns selected should be inspiring and uplifting; the patriotic songs should be thoroughly learned and sung in an enthusiastic manner.

=Patriotic Songs=

America
Battle Hymn of the Republic
Columbia, the Gem of the Ocean
Dixie
Flag of the Free
God Speed the Right
Marching through Georgia
Marseillaise Hymn
Jerseyland
National Hymn
Old Glory
The American Hymn
The Battle Cry of Freedom
The Star Spangled Banner

=Folk Songs=

Annie Laurie
Auld Lang Syne
Flow Gently, Sweet Afton
Home, Sweet Home
Juanita
My Old Kentucky Home
Oft in the Stilly Night
Old Black Joe
Old Folks at Home
Robin Adair
Santa Lucia
The Blue Bells of Scotland
The Miller of Dee

=Lullabies=

Cradle Song
Lullaby and Good-night
Oh, Hush Thee, my Baby
Sweet and Low
Silent Night

=Sacred=

How Gentle God's Command
Holy, Holy, Holy
In Heavenly Love Abiding
Italian Hymn
Love Divine, All Love Excelling
Nearer, My God, to Thee
Oh, Worship the King
The King of Love
There's a Wideness in God's Mercy
Vesper Hymn

MUSICAL APPRECIATION

The introduction of the phonograph into the public school and the multitude of records which reproduce the great masterpieces now make it possible for every child to have an opportunity to hear and to be taught to appreciate good music. Frequently part of the morning exercise period should be devoted to an appreciation of good vocal and instrumental musical selections. In one rural school the pupils readily associate the name of the composition and composer with each of the following records, which they helped to purchase:

Anvil Chorus from "Il Trovatore"--Verdi
Barcarolle from "Tales of Hoffman"--Offenbach
Hearts and Flowers--Tobain
Humoresque--Dvorak
Intermezzo from "Cavalleria Rusticana"--Mascagni
Lo, Hear the Gentle Lark--Bishop
Melody in F--Rubinstein
Miserere from "Il Trovatore"--Verdi
Pilgrim's Chorus from "Tannhauser"--Wagner
Sextette from "Lucia di Lammermoor"--Donizetti
Spring Song--Mendelssohn
Traumerei--Schumann

Literature on musical appreciation will be mailed free to all teachers who request it from the educational departments of the phonograph manufacturers.

Teachers who are really interested in giving their pupils the best music will find that a number of their patrons are willing to lend records to the school for special exercises.

Following are suggestive musical programs:

A Morning with Beethoven

Bible Reading and Lord's Prayer
Minuet in G, No. 2 (phonograph)
"The Moonlight Sonata," Reading by pupil
The Moonlight Sonata (phonograph)
The Flag Salute, Pupils

A Morning with Mendelssohn

Hark! the Herald Angels Sing, Song by School
Bible Reading and Lord's Prayer
Spring Song (phonograph)
Oh, For the Wings of a Dove (phonograph)
The Flag Salute, School

Indian Songs

Bible Reading and Lord's Prayer
The Story of the Indians, Pupil
Navajo Indian Song (phonograph)
Medicine Song (phonograph)
Flag Salute, School

Negro Songs

Old Black Joe, School
Bible Reading and Prayer
Good News (phonograph)
Live a-Humble (phonograph)
The Flag Salute, School
(The records given are by the Tuskegee Institute Singers)

Irish Songs

Wearin' of the Green, School
Bible Reading and Prayer
Come Back to Erin (phonograph)
Macushla (phonograph)
The Flag Salute, School

Scotch Songs

My Laddie (phonograph)
Bible Reading and Prayer
Annie Laurie, School
My Ain Countrie (phonograph)
Flag Salute, School

LITERARY EXERCISES

To instil in the hearts of boys and girls a love for good literature is to give them a never ending source of happiness throughout life. Children can be interested in books by hearing stories read, by retelling them, and by reading them. The story of the author's life may add interest to the author's work. Much can be done in morning exercises to start children on the road to good reading. The more work children do themselves the more interested they will be. Following are suggestive literary programs:

=Robert Louis Stevenson=

Bible Reading by pupils--Philippians IV, 4-8
Stevenson's Prayer for a Day's Work, Recitation by pupil
Short story of Stevenson's life, Pupil
My Shadow, Pupil
The Land of Story Books, Pupil
God Speed the Right, Sung by School
The Flag Salute, School

=Hans Christian Andersen=

Psalm 100, Pupil
Lord's Prayer, School
A Poor Boy Who Became Famous, Retold by pupil
The Steadfast Tin Soldier, Retold by pupil
The Little Tin Soldier, Song by School
The Flag Salute, School

=Henry W. Longfellow=

The Arrow and the Song, Song by School
Bible Reading and Lord's Prayer
Scenes from Hiawatha, Dramatization by pupils
The Village Blacksmith, Recitation by pupil

DRAMATIC EXERCISES

When children are truly interested in reading, the natural outlet for the emotions aroused is dramatic action. Let different classes be responsible for dramatizing stories from their history or reading lessons and present the results in the morning exercises. The educative and socializing value to the class presenting the exercise is almost invaluable. Dramatizing the story makes an interesting incentive for a number of language lessons; rehearsing the play provides for much practice in oral expression; and producing the play before an audience gives valuable training in leadership, self confidence and poise.

ART APPRECIATION

We do not expect many of the school children to become artists, but all can learn to appreciate and tastefully select the beautiful in pictures, personal dress, home furnishing and decoration, and architecture. It has been truly said, "Though we travel the world over to find the beautiful, we must carry it with us or we find it not."

Frequently a few minutes of the morning exercises may be very profitably, spent in the study of the beautiful. Artistic material to use as illustrations for the talks is on every hand. Inexpensive reproductions of the world's great pictures; illustrations in magazines; beautifully colored papers for color combinations in neckties, dress designing and hat trimming; magazine and catalog pictures of well designed furniture and home utensils can be easily obtained.

A suggestive list of morning talks is given below:

Famous Pictures
The First Step--Millet
Landscape with Windmill--Ruysdael
The Horse Fair--Bonheur
Sistine Madonna--Raphael
Morning--Corot

How Can We Get Good Pictures for Our Schoolroom
Color Harmony in Dress
Good Taste in Furniture
Home Decoration
Beautifying the School Ground
Washington, the City Beautiful

References
How to Enjoy Pictures--Emery
A Child's Guide to Pictures--Coffin
The Mentor
The School Arts Magazine
Ladies' Home Journal
The Perry Pictures
National Geographic Magazine

HEALTH TALKS FOR MORNING EXERCISES

Truly, "A people's health's a nation's wealth," and every encouragement should be given in school to further the doctrine of healthful living. The medical examiner, the school nurse, the pupils and the teachers, all may do their part to make the health talks practical and of much value to the school.

=Suggestive Health Talks=

Why we should exercise
Care of the Teeth
Care of the Eyes
Prevention of Colds
How to prevent Tuberculosis
Swat the Fly
How to destroy mosquitoes
Cleanliness
Safety First
Cigarette Smoking
Self Control and Good Manners
Emergencies
School Sanitation

=References=

Teaching of Hygiene and Safety Pamphlets of Health, from the National
Department of Health, Washington, D. C.
State Department of Health, Trenton, N. J.
Russell Sage Foundation, New York City
Health-Education League, Boston, Mass.
Farmer's Bulletins from U. S. Department of Agriculture
Modern Hygiene textbooks
Newspaper and Magazine Articles

NATURE TALKS

The study of the wonderful things of the world, their beautiful fitness for their existence and function, the remarkable progressive tendency of all organic life, and the unity that prevails in it create admiration in the beholder and tend to his spiritual uplifting.

=Suggestive topics for morning exercises=

How can we attract the birds?
How I Built A Bird House
Does it Pay the Farmer to Protect the Birds?
The Travel of Birds
The Life History of a Frog
The Life History of a Butterfly
How I made my Home Garden
How I raised an Acre of Corn
The Trees on our School Ground

THE LOCAL HISTORY OF THE COMMUNITY

A series of morning exercises may be devoted to the local history of a community. The material may be planned by the pupils with the assistance of some of the older people in the neighborhood. This idea was carried out very successfully in a small town and did much to interest the parents in the school. Many were willing to send family heirlooms to the classroom to use as illustrations for the talks. One charming old lady sent a written account of the history of her old home.

Following are some topics that might be developed:

Former Location of Indian Tribes in the Community
Evidences of Indian Occupation (old trails, implements, mounds, etc.)
The First White Settlers
Revolutionary Landmarks
Colonial Relics
Historic Homes in the Community
Famous People of the Community

A program for one morning might be conducted by the pupils as follows:

Proverbs 27:1-2, Pupil
Italian Hymn, School
Famous People of the Community
The Grandfather who fought in the Civil War, pupil
The Man who was Governor of the State, pupil
The Woman who was a Nurse in the World War, pupil
The Man who wrote a Book, pupil
The Soldier boy in France, pupil
America

THE USE OF PUPIL ORGANIZATION IN THE MORNING EXERCISES

Much interesting and instructive material can be secured for opening exercises by making use of members of recognized organizations for boys and girls. There are members of the Boy Scouts of America in almost every community. The Camp Fire Girls are getting to be almost as well known. Let each group prepare occasional programs for morning exercises.

=Boy Scouts=

Bible Reading and Lord's Prayer
The Origin and Growth of Scouting
The Three Classes of Scouts
The Scout Motto
The Scout Law
"America" and Flag Salute

=Camp Fire Girls=

Bible Reading and Lord's Prayer
The Seven Laws of the Order
The Wood Gatherer
The Fire Maker
The Torch Bearer
Song by School
The Flag Salute

PATRIOTIC EXERCISES

The patriotic note should be found in every morning exercise and some periods should be devoted entirely to patriotic selections. The national hymns should be learned from the first stanza to the last. It is hard to get the patriotic note in our singing when we do not know the words.

=Suggestive Programs=

America, School
Bible Reading and Lord's Prayer
Patrick Henry's Speech (phonograph)
Lincoln's Gettysburg Address (phonograph)
Flag Salute

Bible Reading and Prayer
Army Bugle Call No. 1 (phonograph)
The Junior Red Cross
Sewing for the Red Cross, A girl
Earning Money for the Red Cross, A boy
How the Work of the Junior Red Cross develops Patriotism
in a school, Pupil
Come, Thou Almighty King, School

"Patriotism consists not in waving a flag but in striving that our country shall be righteous as well as strong."--_James Bryce_

"One cannot always be a hero, but one can always be a man."--_Goethe_

"Go back to the simple life, be contented with simple food, simple pleasures, simple clothes. Work hard, play hard, pray hard. Work, eat, recreate and sleep. Do it all courageously. We have a victory to win."--_Hoover_

MEMORY GEMS

For life is the mirror of king and slave;
'Tis just what we are and do.
Then give to the world the best you have
And the best will come back to you.

_Madeline S. Bridges_

Somebody did a golden deed;
Somebody proved a friend in need;
Somebody sang a beautiful song;
Somebody served the whole day long.
Was that "somebody" you?

Courtesy is to do and say
The kindest thing in the kindest way.

Truth is honest, truth is sure;
Truth is strong and must endure.

_Bailey_

Hang on! Cling on! No matter what they say.
Push on! Sing on! Things will come your way.
Sitting down and whining never helps a bit;
Best way to get there is by keeping up your grit.

_Louis E. Thayer_

The day returns and brings us the petty round of irritating concerns and duties. Help us to play the man, help us to perform them with laughter and kind faces, let cheerfulness abound with industry. Give us to go blithely on our business all this day, bring us to our resting beds weary and content and undishonored, and grant us in the end the gift of sleep.

_Robert Louis Stevenson_

Be strong!
We are not here to play, to dream, to drift.
We have hard work to do and loads to lift.
Shun not the struggle; face it; 'tis God's gift.

Be strong!
It matters not how deep intrenched the wrong,
How hard the battle goes, the day how long;
Faint not--fight on! Tomorrow comes the song.

_Maltbie D. Babcock_

Smile a smile;
While you smile,
Another smiles,
And soon there's miles and miles
Of smiles. And life's worth while
If you but smile.

_Jane Thompson_

You cannot dream yourself into a character; you must hammer and forge yourself one.--_James Anthony Froude_

Small service is true service while it lasts;
Of friends, however humble, scorn not one;
The daisy, by the shadow that it casts,
Protects the lingering dewdrop from the sun.

_Wordsworth_

There's so much bad in the best of us
And so much good in the worst of us,
That it hardly behooves any of us
To talk about the rest of us.

A wise old owl lived in an oak.
The more he saw the less he spoke;
The less he spoke the more he heard.
Why can't we be like that old bird?

Kindness is catching, and if you go around with a thoroughly developed case your neighbor will be sure to get it.

The thing to do is hope, not mope:
The thing to do is work, not shirk.

If you have faith, preach it; if you have doubts, bury them; if you have joy, share it; if you have sorrow, bear it. Find the bright side of things and help others to get sight of it also. This is the only and surest way to be cheerful and happy.

MORNING EXERCISES

FLORENCE L. FARBER, HELPING TEACHER, SUSSEX COUNTY

The short period known as the opening exercise period belongs to all the children of the school. This period should furnish especially favorable opportunities for the development of initiative on the part of pupils, group cooperation, development of the play spirit, interest in community life, interest in and love for our great men and women, and devotion to our Republic.

The first problem of the teacher, then, is to understand fully that she is to a great degree responsible for furnishing aims and purposes in this beginning period of the day, or rather in providing the situations through which these aims and purposes may develop. When she feels the importance of this period in the general scheme of the day's work she will plan for it as definitely and as carefully as she will any other part of her program. The working out of a detailed program is of secondary importance. The thing of first importance is that she become fully cognizant of the general aims and ideals which she hopes to achieve. With these firmly fixed in her mind she is ready then to cooperate with the pupils of her room in planning detailed programs.

The following projects are in keeping with the principles presented and have been found stimulating in one and two room schools:

=Project 1.= The teacher divides her children into groups on the basis of age and ability. For example, in a one room school a teacher might have two groups. Each group is to work out with the teacher a program which it is to give and for which it is responsible. This program may consist of a short story to be dramatized, the story to contain not more than two or three important scenes. The costuming, if any is needed, is to be done by pupils and teacher. Rehearsing is to be directed by the teacher. When the program is presented it should be as a new production to all the school except those who are engaged in presenting it. It is to be given, therefore, as a real play to a real audience. Each pupil should invite a member of the family or a friend.

The value of such work will soon be noticed in a better social spirit among the children. The dramatizations given may furnish the material for both oral and written language lessons. Dramatization itself will provide excellent practice in oral expression and also training in initiative, leadership and cooperation. The story presented may furnish many funny settings which the pupils may enjoy with abandon. And what children do not need real merriment in school! Opportunity ought to be afforded all children of our public schools to enjoy a real laugh at least once each day.

Teachers need have no fear that the different groups will be over-critical or discourteous to one another. They will understand that they are being entertained and they will cooperate to make the play given worth while.

The following stories lend themselves very readily to dramatization.

=First and Second Grades=

The Three Billy Goats Gruff
Spry Mouse and Mr. Frog
The Three Bears
The Camel and The Jackal
The Tale of Peter Rabbit
Our First Flag

=Third and Fourth Grades=

The Sleeping Beauty
Snow White and Rose Red
Brother Fox's Tar Baby
How the Cave Man Made Fire
Scenes from Hiawatha
Early Settlers in New Jersey

=Fifth and Sixth Grades=

The Pied Piper of Hamelin
Joseph and His Brethren
Abou Ben Adhem
Paul Revere's Ride
Scenes from Life of Daniel Boone
Franklin's Arrival in Philadelphia
Scenes from Alfred the Great
The Battle of Hastings
How Cedric Became a Knight

=Seventh and Eighth Grades=

The Vision of Sir Launfal
Rip Van Winkle
The King of the Golden River
Scenes from Evangeline
Landing of the Pilgrims
Conquest of the Northwest Territory
The Man Without a Country

=Project 2.= A special problem in history or geography, for example, may be taken up, such as the life of the people in Japan, or the life of the people on a cattle ranch. In either case the class that presents the work as an opening exercise should be given opportunity to work out certain scenes which it wants to give. These scenes should be presented either by sand-table, by charts, by posters, by pictures from magazines, or by dramatization on the part of the children. Preparation of such work is decidedly worth while, and ought to be a regular part of the day's program. The important scenes should be rehearsed before the final presentation.

=Project 3. Poster exhibit.= This project could be arranged for all the children of a given school, in which case the best work would be selected and the children presenting it would discuss each poster in one or two minute talks. A still better way to handle the project would be to have the best posters from different schools. In this case at least one pupil from each school should be invited to present the posters from his school.

=Project 4. War programs.= A war opening exercise program could be worked out by the children of a given school. This could be done by having children collect war posters and war pictures made during the recent world war and arrange them in such a way that they tell a connected story. A group should be held responsible for presenting each story or part of a story. A sand-table should be provided if necessary.

An excellent war program could be provided by having the emphasis placed upon the various men who have led or are leading in our own national life. Pictures of these men should be secured and children called upon to tell what important work each man has done or is doing. This same device could be carried a step further and a special program arranged, centering around the pictures of the different men who led the allied forces. The older pupils of any school ought to be able to do this work.

An additional way by which our schools may help in the work of patriotism is to have an opening exercise by the children whose immediate relatives were at the front. Such a program ought to have for its purpose the idea of service to one's country.

Another helpful device would be to have at an appropriate time former soldiers come to the school and talk to the children concerning the meaning of the war.

The teacher who plans her opening exercise periods in keeping with the foregoing presentation will make these periods inspiring and helpful to herself and her children. She will be putting across the gospel of good cheer, and cooperation in the new kind of school which offers opportunities for participation in life's present day activities, not preparation for future activities.

OPENING EXERCISES

LOUIS H. BURCH, PRINCIPAL BANGS AVENUE SCHOOL, ASBURY PARK

Play is one of the first manifestations of the child in self expression. As the child grows older this play is made up in part of the imitation of the doings and sayings of the older persons and playmates with whom he is associated. The child reflects the life of his parents wherever it comes under his comprehension. The stick horse gives as much pleasure to the boy as the well trained saddle horse gives to the father.

When the child enters school much of the play element of his life is left behind, and teachers have often failed to use to advantage the experience and knowledge the child has in "living over" the actions and sayings of others. The ordinary child has observed the animals and birds around him and can imitate them. He can personify the tree, the flower, or the brook, and gain a clearer knowledge of the purpose and function of the thing personified by so doing. Under the proper direction of the teacher nearly all the common occurrences of life may be dramatized by the children in the ordinary schoolroom and with few so-called stage properties.

Older children are interested in the simple dramatizations of the little folks and should have opportunity to see them often, not alone to be entertained, but to be reminded of the simple and easy ways of "playing you are someone else." A grammar grade class may learn many things from watching a primary class dramatize "Three Bears," "Little Red Hen," or "Little Red Ridinghood."

The simple dramatization in the schoolroom furnish excellent material for general assemblies or morning exercises. Simple costumes and stage settings satisfy the children, and the setting of the stage or platform for the scene should, in most cases, be done before the children. Children who see the table set, the chairs placed, and the beds prepared for the "Three Bears" know how to get ready for their play when they are called upon to contribute their part for the assembly.

Children will bring material for their costumes and stage furnishings from home and should be encouraged to do so. Parents will come to see children take part in a program when nothing else would attract them to the school, and if the home is to be called upon to help the school there must be a closer relationship between parents and teacher.

In preparing dramatizations for elementary school pupils but few scenes should be chosen, and in those selected the language and action should be simple and within the capabilities of the children.

The following dramatizations were worked out by teachers and pupils of our building as class projects. They were presented in the opening exercises as worth-while classroom projects which would be entertaining and helpful to all pupils of the school, to teachers and to parents. In presenting these scenes the pupils secured excellent practice in oral English work, in dramatic action, and in community and group cooperation. The pupils and teachers who made up the audience enjoyed opening exercises in which there was purpose. All entered into the spirit of the play; all enjoyed the exercises without having to think why. The results have been better team work between teacher and pupils, better school spirit, more pupil participation in leadership activities.

The History of Cotton

_Prepared by Bessie O'Hagen, Teacher of Fourth Grade, Bangs Avenue School, Asbury Park_

_Characters_: Spirit of Cotton, Little Girl, Maiden from India, Maiden from Egypt, Maiden from America, Spirit of Eli Whitney.

_Little Girl_ (_coming into the room in bad humor_). I hate this old cotton dress. I wish I had a silk one. I don't see why we have to use cotton anyway. We have to have cotton dresses, cotton sheets, cotton stockings, cotton everything. I just hate cotton! I'm not going out to play or anything. (_Finally sits down._) I am so tired. I wish I had a silk dress. I hate this cotton dress. (_Falls asleep._)

_Spirit of Cotton_ (_skipping into the room_). Heigh ho! Ho heigh! Here am I, the Spirit of Cotton. I heard what you said, little girl. Did you ever see cotton grow?

_Little Girl_ (_frightened_). Why, no.

_Spirit of Cotton._ How do you know whether it is interesting or not? I will tell you the story of my life. In the early spring the planter gets the ground ready for me. As soon as the frost is out of the ground, he plants me.

_Little Girl._ What happens then?

_Spirit of Cotton._ The good earth gives me food. The sun and rain make me grow, and soon--

Heigh ho! Ho heigh!
There am I,
A tall plant of cotton.

_Little Girl._ How do you look?

_Spirit of Cotton._ My leaves are green like the maple. I have lovely blossoms. They are white the first day and pink the next.

_Little Girl._ I thought you said that you were a cotton plant.

_Spirit of Cotton._ So I did. My blossoms fall off, and then--

Heigh ho! Ho heigh!
There am I,
A nice bunch of cotton.

_Little Girl._ Is that all?

_Spirit of Cotton._ No, I have some friends who will tell you more about my life. (_Goes out and returns leading a little girl by the hand._) This is my friend from India. (_Goes out again._)

_Little Girl._ How did you get here?

_Maiden from India._ I heard the Spirit of Cotton calling and I obeyed.

_Little Girl_ (_pointing to a map of Asia which is pinned on Maiden from India_). Is this your country?

_Maiden from India._ Yes, I have come to tell you something about cotton in my country. Cotton was first raised in my country. That was long, long, long ago.

_Little Girl._ A hundred years ago?

_Maiden from India._ We knew how to weave cotton thousands of years ago.

_Little Girl._ Did you know how to weave well?

_Maiden from India._ We made such fine dresses that you could draw a whole one through your ring.

_Little Girl._ I don't believe I could draw my dress through my ring.

_Maiden from India._ I know you couldn't.

_Spirit of Cotton_ (_outside_). Heigh ho! Ho heigh!

_Maiden from India._ I must return. The Spirit of Cotton is calling. (_Goes out._)

_Spirit of Cotton_ (_comes in, leading a little girl by the hand_). This is my friend from Egypt. She has something to tell you too. (_Goes out._)

_Little Girl._ Do you know about cotton?

_Maiden from Egypt._ Yes, we knew how to use cotton long before your country was even heard of.

_Little Girl._ Is this your country (_pointing to a map_)?

_Maiden from Egypt._ Yes.

_Little Girl._ Did your people like cotton dresses?

_Maiden from Egypt._ Yes; just think how warm those woolen ones were.

_Little Girl._ I guess every one who ever lived must have liked cotton.

_Maiden from Egypt._ All good children do now.

_Spirit of Cotton_ (_outside_). Heigh ho! Ho heigh!

_Maiden from Egypt._ I must go. I hear the Spirit of Cotton calling.

_Spirit of Cotton_ (_bringing a little girl into the room_). This is my friend from America. (_Goes out again._)

_Little Girl._ I know you. We studied that map in school. You are from the United States. What did America have to do with cotton?

_Maiden from America._ When Columbus first landed on the Bahama Islands the natives came out to his ships in canoes, bringing cotton thread and yarn to trade.

_Little Girl._ That was in 1492, wasn't it?

_Maiden from America._ Yes, it was 427 years ago.

_Little Girl._ Why did you put all this cotton here (_points to cotton pasted on different states_)?

_Maiden from America._ They are the cotton states.

_Little Girl._ I know which ones they are--North Carolina, South Carolina, Louisiana, Arkansas and Texas. Did America do anything wonderful with cotton?

_Maiden from America._ Yes; we raise more cotton than any other place in the world. It is the best cotton too.

_Little Girl._ I am so glad of that. We won't let India and Egypt get ahead of us, will we?

_Maiden from America._ Of course not. All good little girls must help too.

_Little Girl._ I shall always like cotton after this.

_Spirit of Cotton_ (_outside_). Heigh ho! Ho heigh!

_Maiden from America._ I hear the Spirit of Cotton calling; I must go. (_Goes out._)

_Spirit of Cotton_ (_leading a boy into the room_). This is my friend Eli Whitney. (_Goes out._)

_Eli Whitney._ I am the Spirit of Eli Whitney. I was born in Massachusetts in 1765. One day when my father went to church, I took his watch to pieces and put it together again. Then I thought I would go to Yale College. When I finished Yale College I went to Georgia. I heard everyone there talking about cotton. They were trying to find out how to get the seeds out of it more easily. I invented the cotton gin.

_Little Girl._ What happened then?

_Eli Whitney._ One man could now clean fifty times as much cotton as he could before.

_Spirit of Cotton_ (_outside_). Heigh ho! Ho heigh!

_Eli Whitney._ I hear the Spirit of Cotton calling; I must go. (_Goes out._)

_Little Girl_ (_waking up_). Where is the spirit of Cotton? Where is the Maiden from India? Where is the Spirit of Eli Whitney? It must have been a dream! I guess I got up on the wrong side of the bed this morning. I will always like cotton after this. I am going out to play now.

The Cat and His Servant

_Prepared by Alice Lewis, Teacher of Second Grade, Bangs School, Asbury Park_

_Dramatized from story of same name_

_Characters: Farmer, Cat, Fox, Wolf, Bear, Rabbit, Cow, Sheep._

_Materials used_: Small branches of tree, box for house, cards with printed names of animals.

_Scene:_ The Forest.

_Enter the Farmer and the Cat_

_Farmer._--I have a cat. He is very wild so I will take him to the forest. (_Puts cat in bag and takes him to tree._) I will leave him here. (_Takes off bag and leaves the cat._)

_Cat._ I will build a house for myself and be the owner of this forest. (_Brings in box and nails boards._) Now my house is done.

_Enter the Fox_

_Fox._ Good morning. What fine fur you have! What long whiskers you have! Who are you?

_Cat._ I am Ivan, the owner of this forest.

_Fox._ May I be your servant?

_Cat._ Yes; you may. Come into my house. (_Both go in house._) I am hungry. Go out and get me something to eat.

_Fox._ I will go. (_Goes into forest and meets Wolf._)

_Wolf._ Good morning.

_Fox._ Good morning.

_Wolf._ I have not seen you for a long time. Where are you living now?

_Fox._ I am living with Ivan. I am his servant.

_Wolf._ Who is Ivan?

_Fox._ He is the owner of this forest.

_Wolf._ May I come with you and see Ivan?

_Fox._ Yes; if you will promise to bring a sheep with you. If you do not Ivan will eat you.

_Wolf._ I will go and get one. (_Leaves the fox and hunts for a sheep._)

_Enter the Bear_

_Bear._ Good morning, Mr. Fox.

_Fox._ Good morning, Mr. Bear.

_Bear._ I have not seen you for a long time. Where are you living?

_Fox._ I am living with Ivan. I am his servant.

_Bear._ Who is Ivan?

_Fox._ He is the owner of this forest.

_Bear._ May I go with you and see him?

_Fox._ Yes, but you must promise to bring a cow with you or Ivan will eat you.

_Bear._ I will go and get one. (_Leaves the fox and hunts for a cow._)

_The Fox returns to the house and enters_

_Cat._ Did you bring me something to eat?

_Fox._ No; but I have sent for something and it will be here soon.

_Cat._ All right; we will wait.

_Enter Wolf with a sheep and Bear with a cow_

_Bear._ Good morning, Mr. Wolf. Where are you going?

_Wolf._ Good morning. I am going to see Ivan, the owner of this forest.

_Bear._ So am I. Let us go together.

_Bear and Wolf walk to Cat's house and place sheep and cow near door_

_Wolf._ You knock on the door.

_Bear._ No; you knock on the door. I am afraid.

_Wolf._ So am I. Shall we ask Mr. Rabbit to do it?

_Bear._ Yes; you ask him.

_Wolf_ (_calling to a rabbit who is passing_). Hello, Mr. Rabbit; will you knock at the Cat's door for us?

_Rabbit._ Yes, I will. _(Knocks.)_

_Bear and Wolf hide behind the trees and bushes_

_Cat_ (_coming out of his house with the Fox and noticing the cow and sheep lying by the door_). Look! here is what you got for my dinner. There is only enough for two bites.

_Bear_ (_to himself_). How hungry he is. A cow would be enough to eat for four bears and he says it is only enough for two bites. What a terrible animal he is.

_Cat_ (_seeing Wolf behind the bushes_). Look! there is a mouse. I must catch him and eat him. (_Chases Wolf away._) I think I hear another mouse. (_Sees Bear and tries to catch him but fails._) I am so tired that I cannot run at all. Let us sit by the door and eat our dinner. (_Cat and Fox sit down and eat the sheep and cow._)

BIBLIOGRAPHY

See Bibliography at end of monograph.

COLUMBUS DAY

October 12

Columbus, seeking the back door of Asia, found himself knocking at the front door of America.

_James Russell Lowell_

COLUMBUS DAY

J. CAYCE MORRISON, SUPERVISING PRINCIPAL, LEONIA

October 12, 1492! What a date in the world's history--the linking of the new world with the old--the dreams of a dreamer come true--the opening of the gates to a newer and better home for man--the promise of--America!

The story of Columbus is a story of romance, of patient perseverance, of high endeavor, of noble resolve--a story that grips and thrills. Every boy and every girl who feels the story wants to discover a new world; and out of that desire may well come the discovery of America--its aims, ideals, opportunities. The Columbus Day program is an opportunity to discover the new world into which we are emerging. Even childhood in the school may come to glimpse that which lies beyond and feel the exultation of the sailor who cried, "Land! Land!"

The materials of this program are largely suggestive. It is hoped that they may be of service in program making from kindergarten to high school.

The school program of most value is that which results from the creative genius of the children themselves. Let children live the life of Columbus in imagination and they will create their own program and express it in costume, tableaux, music, composition, acting, and dialog. The merit of the Columbus Day program will lie in its leading children, through their own expression, to a better understanding of their country, to a broader conception of patriotism.

SUBJECTS FOR COMPOSITION OR ORAL REPORTS

Marco Polo
A flat world
The new idea--sailing west to reach the east
The dangers of the western sea
The attempted mutiny (See Irving's "Life of Columbus")
The signs of land
Columbus in chains
San Salvador
October 12, 1492
The Columbian Exposition, 1892
The discovery of America, 1919
What Columbus would do today

A Little Program for Columbus Day

Recitation

(By three boys bearing the American flag, the Spanish flag, and a drum)

_1st_--We are jolly little sailors;
Join us as we come;
We'll bear the flag of proud old Spain,
And we will beat a drum!

_2d_--We are jolly little sailors,
And we pause to say,
We raise the bonny flag of Spain
Upon Columbus Day.

_3d_--We are jolly little sailors;
Raise the red, the white, the blue;
Though we honor brave Columbus,
To our own flag we are true.

_All_--(Beat drum and wave flag)
Salute the banners, one and all,
O raise them once again;
Salute the red, the white, the blue,
Salute the flag of Spain!
For countries old and countries new,
We will wave the red, the white, the blue!

Recitation

(By eight girls carrying banners that bear letters spelling "Columbus")

C Columbus sailed o'er waters blue,
O On and on to countries new.
L Long the ships sailed day and night,
U Until at last land came in sight.
M Many hearts were filled with fear,
B But the land was drawing near.
U Upon the ground they knelt at last
S So their dangers all were past.

_All_ Wave the banners bright and gay,
We meet to keep Columbus Day.

Crowning Columbus

(Recitation by four children. Picture of Columbus on easel. Children place on it evergreen and flower wreaths and flags)

_1st_--Crown him with a wreath of evergreen,
The very fairest ever seen--
Our brave Columbus.

_2d_--Crown him with flowers fresh and fair;
We'll place them by his picture there--
Our brave Columbus.

_3d_--Crown him with the flag of Spain;
Columbus day has come again--
Our brave Columbus.

_4th_--Crown him with red, and white, and blue;
Bring out the drum and banners too--
Our brave Columbus.

_All_--As we stand by his picture here,
Columbus' name we all revere--
Our brave Columbus.

What We Can Do

(Recitation by two small boys, carrying flag)

1. I wish I could do some great deed--
Just find a world or two,
So that the flag might wave for me
As for Columbus true.

It makes a small child very sad
To think all great deeds done.
What is then left for us to do?
What's to be tried and won?

2. My father says--and he knows too,
For he's a grown up man--
That heroes leave some things for us
To carry out their plan.

He says that if we do our best,
Just where we are, you see,
We too shall serve our country's flag;
True patriots we shall be.

_Both._ We'll love our flag, we'll keep its pledge;
We'll honor and obey;
We'll love our fellow brothers all;
And serve our land this way.

Recitation

(By a very small child, carrying a flag)

My beautiful flag,
You are waving today,
To honor a hero true;
Columbus who gave us
Our dear native land,
Our land of the Red, White and Blue.

Recitation

(By a very small child, carrying a flag)

I'll wave my flag for Discovery Day,
And before I get frightened
I'll scamper away.

Columbus Game

The children stand in a circle. They choose one to represent Columbus. The children all sing the song (given below). As they sing the fifth line Columbus points to three children, who become the Nina (baby), the Pinta, and the Santa Maria. These three children come inside the circle, and wave arms up and down as though sailing. The children now all repeat the song, marching round in the circle, waving arms up and down, and the children inside the circle skip round also.

The song is then repeated, children standing in a circle, and the three chosen as Nina, Pinta and Santa Maria choose three children to take their places by pointing at any three children in the circle.

Game may continue as long as desired or until all have had a chance to go inside the circle.[A]

[A] The story of Columbus may be dramatized in connection with this game.

Song

Columbus was a sailor boy,
Many years ago.
A great ship was the sailor's joy,
Many years ago.
The Nina, the Pinta, the Santa Maria,
Little vessels three,
The Nina, the Pinta, the Santa Maria,
Sailed out across the sea.

_Laura Rountree Smith_

My Little Ship

Once I made a little ship,
Down beside the sea;
And I said, "Come now, dear winds,
And blow it back to me!"
O little ship that sails the sea.
O wind that blows it back to me!

Song

_Tune, Lightly Row_

Wave the flags, wave the flags;
We are sailor boys at play;
Wave the flags, wave the flags,
On Columbus Day.
O'er the waters we will go,
Singing, singing, as we row;
Wave the flags to and fro,
On Columbus Day. (_Children wave flags_)

Cross the flags, cross the flags,
With their pretty colors gay;
Cross the flags, cross the flags,
On Columbus Day.
We would like to sail, 'tis true,
O'er the waters bright and blue,
So we cross the flags for you
On Columbus Day. (_Children cross flags_)

_Laura Rountree Smith_

Recitation for Very Little Boys

_1st_--Columbus was a sailor bold,
At least that's what I have been told.

_2d_--I would also like to sail the sea,
If not too far from mother's knee.

_3d_--He had three ships to sail the sea,
One ship would be enough for me.

_4th_--In the Nina I would go;
But what if stormy winds should blow?

_5th_--In the Pinta I'll set sail;
That ship has weathered many a gale.

_6th_--The Santa Maria waits for me;
O how I love to sail the sea.

_7th_--At night we'll glide across the foam,
But wish ourselves quite safe at home.

_8th_--Kind friends, I hope you understand,
We are really happier far on land.

(_All join hands and run to seats_)

Then come, dear sailors, hand in hand,
We'll run to seek the nearest land!

Play

(_Ferdinand and Isabella on their thrones, chairs with a red drapery concealing them._)

_Enter Columbus and followers, bowing low_

_Columbus_

O most gracious majesties!

_Ferdinand_

My wise men say your scheme is vain,
So your plan I must disdain;
If as _you_ say this earth is round
No one could stay upon the ground.

(_Bows his head and looks very wise. Columbus looks sadly around and sighs. Queen Isabella stretches forth her hand._)

_Queen_

I have talked to the Abbot kind,
And he has made me change my mind.
Take these and these (_dropping her bracelets and necklaces into
Columbus' hat_) and may you be,
Successful in your quest at sea.

_Columbus and followers_

Long live, long live Isabella the queen!
Such generous faith has seldom been seen.
Long live, long live Isabella the queen!

_All_ (_except Columbus, who bows as he listens_)

Here's to Columbus, so brave and so true,
Who will soon sail west on the ocean blue
To--find--the--land--of--India.

_Headed by king and queen all march around and off_

_One returns_

Columbus safely made his voyage
And now, though he never knew it,
He discovered this land, the fair land of our birth,
The greatest nation on all the earth.

(_Displays flag_)

_All except Columbus return and sing America_

_Mary R. Campbell_

Recitation

(_By three boys_)

_1st_--Columbus dared to cross the sea
Where none had gone before;
And sailing west from Palos, Spain,
He came to our front door.

_2d_--His men were only prisoners
Queen Isabel set free;
For other men, they did not dare
To cross the unknown sea.

_3d_--He had no friend to share his hope;
No one could understand;
Now all men honor his great name,
Who first saw our dear land.

_All_--If we can only be as true
To our best selves as he,
Speak truth, keep faith, be brave and pure,
True heroes we shall be.

Discovery Day

I wonder what Columbus
Would think of us today,
Just stepping out from '92,
Four centuries on, we'll say.

With aeroplanes and warships,
And submarine affairs,
He'd surely think the mighty sea
Was putting on some airs.

Discovery Day, we greet you;
You're only just begun;
Industry, art, and science now,
Begin their race to run.

But brighter than these wonders,
More beautiful to see,
Democracy's fair smile begins
To dawn o'er land and sea.

Discovery Day! When Freedom
Shall reign in every land,
When nations know their brotherhood,
And naught but good is grand.

America, thy mission
Be this: discover now
A _world_ safe for Democracy.
'Tis ours to teach it how.

The Flag of Spain

_Tune--Long, Long Ago_

There was a flag that waved all over Spain
Long, long ago; long, long ago.
And many sailors had gone forth in vain,
Long, long ago, long ago.
Then came the ships and Columbus set sail;
Proudly the vessels withstood every gale.
Then came the cry, "Blessed land, land we hail,"
Long, long ago, long ago.

Columbus

A dreamer they called him,
And mocked him to scorn,
But O, through this dreamer
A new world was born.

A new land whose watchword
Is ringing afar--
"Democracy! Freedom!"
That none shall dare mar.

A nation whose vision
Is making it be
Humanity's champion
On land and on sea.

America, my land,
A dream gave thee birth;
Through vision thou'st conquered
In all realms of worth.

Thy spirit shall beckon
Till all nations heed,
And follow in wisdom
The path thou dost lead.

CLASS EXERCISE FOR COLUMBUS DAY

The foundation for these exercises should be laid in previous class recitations and specially prepared class compositions which relate developing incidents in the life of Columbus. Several periods used in the preparation of these oral and written exercises will be time well spent. Select the composition which portrays the life pictures most clearly and effectively; and as the writer reads his story, let other members of the class give tableaux or act scenes apropos. The children should be encouraged to initiate their own ideas and execute their own mental pictures in costume, arrangement, facial expression, etc.

The following are mentioned _suggestively_:

Acts portraying the life of Columbus

1. Columbus, the boy

Boy of nine to eleven years, seated, intently studying a geography,

_or_

Boy whittling a wooden toy ship.

2. Columbus, the man

Larger boy, posing as a dreamer, gazing at and studying the stars, _or_

Larger boy drawing maps, appearing wise and thoughtful.

(Let others stand aside, smiling and mockingly pointing.)

3. Columbus' appearance before King Ferdinand and Queen Isabella

King and Queen, dressed in royal style, on improvised throne; Columbus
kneeling before them; the queen offering him her jewels.

4. On shipboard

Boys representing mutinous sailors, their faces depicting fear, anger,
dejection--dressed sailor fashion.

Columbus displaying confidence, courage and patience--dressed in short
full trousers, cape over his shoulders thrown back on one side. Let
facial expressions and actions change to show land has been sighted.

5. The landing

Columbus planting the flag of Spain in the New World. Sailors (all
with uncovered heads) kneeling. Indians (let the boys wear Indian
suits) watching from the outskirts, one falling down in worship.

6. The return reception

King Ferdinand and Queen Isabella on throne, dressed as before, with
guards on either side. Ladies-in-waiting, noblemen, etc., dressed in
15th century style, grouped about. Columbus enters (to music). All
bow low except king and queen, who rise to meet him. Columbus kneels
before them, kisses the queen's hand and rises.

Indians enter (with bow and arrow) and gaze in wonder about. One
Indian plucks Columbus by sleeve and gruntingly interrogates him
concerning some wonder in the room--a picture of the king and queen,
decorated with Spanish flags. The king takes the hand of the Indian,
places it in Columbus' hand and, covering them with his own left
hand, raises the right to signify his blessing upon the newly found
land.

Music gives the signal for the recessional. All fall into line and
march out--guards, king, queen, Columbus, ladies, and courtiers.
The Indians follow irregularly.

THE BOY COLUMBUS

"'Tis a wonderful story," I hear you say,
"How he struggled and worked and plead and prayed,
And faced every danger undismayed,
With a will that would neither break nor bend,
And discovered a new world in the end--
But what does it teach to a boy of today?
All the worlds are discovered, you know, of course,
All the rivers are traced to their utmost source;
There is nothing left for a boy to find,
If he had ever so much a mind
To become a discoverer famous;
And if we'd much rather read a book
About some one else, and the risks he took,
Why nobody, surely, can blame us."